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When you are with your child, there is a lot that you can learn together! This section has all kinds of ideas for activities that you can do around the house, outside, in your neighborhood, and during vacations at different times of year. It also has ideas related to math and science that are easy to try at home (like sorting socks). Try some of these out, and if you find an activity that your child enjoys, look for different ways and places to try it, or share it with your child's teacher - you may find something that other kids and families will enjoy too!

Recommended Resource from Understood.org

For more great ideas, take a look at the bilingual resources on Learning Together at Home from Understood.org, a free website focused on learning and attention issues.

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When you are with your child, there is a lot that you can learn together! This section has all kinds of ideas for activities that you can do around the house, outside, in your neighborhood, and during vacations at different times of year.

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Content Home :: A Deeper Dive into the California English Language Development Standards :: Digital Chalkboard

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California Common Core State Standards: Professional Learning Modules

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MS_ Increase Student Engagement and Facilitate Collaboration

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TIPS for Educators Grade 4 - 12 from Colorín colorado!

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If you have questions or would like to request professional learning for your next PLC or site, please use the contact form below.
Please include pertinent information, including: site, grade level/content, and availability.

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ELD Standards & Guidance Documents 2012 English Language Development (ELD) Standards Sanger Unified's ELD Expectations SUSD's Create Your Own ELD Adventure Map CDE EL Roadmap webpage & link...

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CA Ed for a Global Economy Initiative- Opportunities for Multilingual Education

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California Best Practices for Young Dual Language Learners

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California Best Practices for Young Dual Language Learners

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What Teachers/Students Can Do at Each Level

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What Teachers/Students Can Do at Each Level

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(developed by PUSD employee)

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Designated and Integrated ELD - the Left and Right Hand of ELD Instruction
Since a high percentage of students in American schools these days are English learners, there has been an ongoing debate about how to meet their educational needs. One state, California, adopted its ELA/ELD Framework for instruction in 2014. It recommends a comprehensive approach to ELD instruction that involves two angles - Integrated ELD and Designated ELD. These are the left and right hand of ELD instruction because you can't have one without the other. Every school needs both because every EL student needs both.

The instructional differences between the two can be summarized in three areas: 1) Time, 2) Focus, and 3) Standards.

As you can see in the table, Integrated ELD is focused on content with language support, while Designated ELD is focused on language skills using content for examples. Also, the Designated ELD may have specially qualified teachers and may group the students by their language proficiency as Emerging, Expanding, or Bridging.

The Framework provides vignettes that make the difference between the two more clear. Here are a few examples by grade level:

ELD Instruction is no longer a matter of accommodating English learners in the content area class, and it's no longer pulling them out into a special language class. The fastest way to bring English learners into full proficiency is to do both. We need to support them with the left hand and the right hand. That's how we give them a helping hand!

For more information, view the California ELA/ELD Framework at http://www.cde.ca.gov/ci/rl/cf/
For more information on how Dataworks can help teachers make the most of both Integrated and Designated ELD instruction, check out the bookExplicit Direct Instruction for English Learners, which offers 50 strategies that teachers can adopt in their teaching to make their delivery comprehensible.

In this article, we highlight 6 important things to know about ELD instruction. They include definitions, content covered for integrated ELD, EL instructional strategies, ELD proficiency levels, concepts covered for Designated ELD, and common problems in current ELD teaching. Download our powerful 19 pages special report today. See the report.

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Designated and Integrated ELD - the Left and Right Hand of ELD Instruction

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Designated and Integrated ELD - the Left and Right Hand of ELD Instruction Since a high percentage of students in American schools these days are English learners, there has been an ongoing debate about how to meet their educational needs. One state, California, adopted its ELA/ELD Framework for instruction in 2014.

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In previous articles, we've discussed the differences between Integrated ELD and Designated ELD. We made the point that Integrated ELD instruction is sharpening the focus on language in regular lessons in all content areas. Designated ELD instruction is a separate time set aside in the school day where students can focus on English language skills, using content area texts for examples. Both are needed.

As we've said many times before, the key to a good lesson is that it must be well-crafted and well-taught. DataWORKS chief researcher Dr. Silvia Ybarra says, "A well-designed lesson can be taught poorly, but a poorly-designed lesson cannot be well-taught." In either case, student learning suffers. Teachers have to master both design and delivery - and actually they can download well-designed lessons from educeri - but the delivery is up to them.

So, let's take a look at what makes up a well-crafted lesson for Designated ELD instruction. According to the California ELA/ELD Framework 1 , there are three main premises of the ELD Standards.

Use English Purposefully. Students gain skill in using language that is appropriate to grade and content. They do this by practicing describing, explaining, persuading, informing, justifying, negotiating, entertaining, retelling, and so on.

Interact in Meaningful Ways. Students use three communication modes to gain and exchange information and ideas. They collaborate, interpret, and produce meaningful messages.

Understanding How English Works. Students apply language to academic tasks in different content areas. They learn to structure cohesive texts, expand and enrich ideas, and combine and condense ideas.

In addition, the Framework identifies 10 essential features of Designated ELD Instruction. We'll list those and note how they can be easily achieved with elements of Explicit Direct Instruction (EDI) that are featured in all our educeri lessons.

1. Intellectual Quality. Students are given challenging tasks with support. We recommend using higher-order questions and making lessons concept-based to achieve this quality.

2. Academic English Focus. Building student language proficiency with academic English is the focus. We recommend defining academic vocab in lessons, and having students use complete sentences with academic vocab in pair-shares and checking for understanding answers.

3. Extended Language Interaction. Students are given planned opportunities to speak, listen, and write in English. We recommend choral reading and extensive pair-shares.

4. Focus on Meaning. Students are guided to focus on the language that is critical to understand texts. We recommend content-based examples for all language skill practice and concept-based lessons.

5. Focus on Forms. The Framework asks for explicit instruction on how English works. We recommend analyzing the structure of sentences, paragraphs, longer texts, and all types of language. These are found in educeri grammar lessons.

6. Planned and Sequenced Events. Lessons are planned and sequenced to build language proficiency along with content knowledge. We recommend using EDI lessons, which are posted on educeri, because they use seven research-based components of a good lesson structure that have been recognized by Goldenberg 2 as the same components for good EL instruction.

7. Scaffolding. Teachers bring in planned and spontaneous language instruction as needed. We recommend using Language Objectives throughout the lesson and adopting as many of the 50 strategies of EDI for English Learners 3 as possible.

8. Clear Lesson Objective. Lessons are designed using ELD standards as primary and using state standards as secondary. Educeri lessons can be easily adapted to ELD standards. In fact, we are in the process of labeling each lesson for all state and ELD and international standards.

9. Corrective Feedback. Teachers provide appropriate feedback on language use that is not too much or arbitrary. We recommend using our seven guidelines for effective feedback that work with regular checking for understanding questions during the lesson.

10. Formative Assessment Practices. Teachers frequently monitor student progress through informal means. We recommend using checking for understanding every two to three minutes during a lesson to assess comprehension, calling on random students not volunteers. Whiteboards can also be used.

So, you see, a Designated ELD lesson is not something totally new. It's just a good, well-structured lesson with a focus on the language use - and in a special time set aside for that focus. Let's do right by our EL students, and give them the best lessons and the best delivery of those lessons!

1 California ELA/ELD Framework, California Dept. of Education, http://www.cde.ca.gov/ci/rl/cf/

2 Goldenberg, Claude. (2006). Improving Achievement for English-Learners: What the Research Tells Us. Education Week, 25 (43), 34-36. (Also see blog post by Dr. Ybarra that describes Goldenberg's research, https://dataworks-ed.com/blog/2014/10/good-instruction-for-english-learners/

3 EDI for English Learners, Hollingsworth and Ybarra, Corwin Press (2013).

For more information, contact Dataworks for details about our Explicit Direct Instruction Workshop, our English Learners Workshop, and access to more than 1200 Educeri lessons online.

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What Makes a Good Lesson for Designated ELD?

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In previous articles, we've discussed the differences between Integrated ELD and Designated ELD. We made the point that Integrated ELD instruction is sharpening the focus on language in regular lessons in all content areas. Designated ELD instruction is a separate time set aside in the school day where students can focus on English language skills, using content area texts for examples.

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Ed Tech Tools to Support Literacy Development for ALL Students (2018.08.15)

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Supports for ELs and MLs in Any Classroom

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Supports for ELs and MLs in Any Classroom

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Mar and Luz Diversity Specialists

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Easy-To-Do Supports for ELL/MLLs in Any Classroom:
1. Alternate
Provide alternatives to demonstrate their understanding. To do this always ask yourself questions like: What is the objective here? What skill am I really pin pointing with this assignment? What am I measuring? For instance, instead requiring a written response to causes of the Revolutionary War, if your not actually assessing writing ability then allow them to draw a sequence of pictures and caption them or audio record their responses so they can communicate their knowledge without language and/or writing barrier.
2. Notes
Providing students with advance notes gives ELLs the opportunity to preview what will be taught, aid in comprehension, and focus on specific details. You can scaffold this by first providing advanced notes and having them highlight important vocabulary words as you go along the lesson. Soon they may only need an advanced outline where they may highlight and fill in some details or add index pictures or notes. Later on, they may only need an outline where they can fill in more simple details and index marks. Then they may progress to only needing a simpler outline where they will fill in major details. Until they get to a level of being able to choose their own organization tool and take their own full notes. This decreases the amount of writing required so they can spend more time engaging with the content. This also teaches them how to take efficient notes.
3. Time
To support your students with the invisible process of translation when processing information from one language to the other to answer and then again to respond, give them additional time on tests, warn them in advance about questions you will specifically ask the during instruction, and use timers in the classroom to pace yourself. Extra time will also help to decrease anxiety, which often has a significant impact on performance.
4. Simplify
Whether you're giving instructions for a test or assignment verbally or textually, you should simplify them as much as possible for students. Many times, this can be easily done by taking out extra words to create an abbreviated version of the assignment stages. For example, instead of saying Carefully read each sentence below and determine its subject and predicate. Then, underline the subject once and the predicate twice. You can restate this by saying and writing: 1. Read each sentence. 2. Put one line under the subject. 3. Put two lines under the predicate.
5. Brain breaks
When students are learning a second language, especially at an academic level, it is actually taxing on the brain as they are conducting multiple functions to receive, translate, understand, answer and translate again to express information. It is typical for ELLs to demonstrate lethargically since their brain is doing more work than a typical monolingual student.This means that ELL/MLL students may tire easier and require more frequent brain breaks than others. Dance, pause, draw, socialize ...
6. Cognates
Children can be taught to use cognates as early as preschool. As students move up the grade levels, they can be introduced to more sophisticated cognates. For example, cognates that have multiple meanings in both languages, although some of those meanings may not overlap. Example: asistir, which means to assist (same meaning) but also means to attend (different meaning). The English language shares very few cognates with a language like Chinese BUT 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. See here for 1001 English words you already know in Spanish. However, don't forget to warn students that they might run into some words that are false cognates. These are words that look alike but do not have the same meaning.

Accommodations for ALL Struggling Students:

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1. Alternate Provide alternatives to demonstrate their understanding. To do this always ask yourself questions like: What is the objective here? What skill am I really pin pointing with this assignment? What am I measuring?

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English Learner Distance Learning Look-Fors

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Parent Engagement Modules Series - Migrant (CA Dept of Education)

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The Parent Engagement Modules Series presents information and strategies for parents to develop their capacity to support their children at school and at home.

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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How to Support Young English Learners at Home with Language and Literacy Development

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In this archived webinar, teachers, coaches, and administrators receive guidance, resources, and activities that can be shared with families and caregivers to strengthen language and literacy development with English Learners at home.

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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Effective Questioning in Grades K-2: The Development of Oral Language in a Distance Learning Environment

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

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Analyzing Texts in Grades 3-5: The Development of Oral Language in a Distance Learning Environment

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In this archived webinar, upper elementary teachers will learn how to support 3-5 grade students' oral language development by asking questions that promote student analysis of a text's key themes in distance learning environments.

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Teaching and Learning During a Pandemic (Serving EL)

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ELPAC Starting Smarter – English Language Proficiency Assessments for California

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Orienting and Accommodating  Newly Arrived Refugees and   Immigrant Students

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Information Schools Should Provide to   Newcomer Families to Support Integration 